How to Teach Vocabulary Teacher Trainer reacts to a Vocabulary Lesson

go so she gives them the first word go and then she's drilling them again in very natural kind of way tattoo okay so think for for most people for most teachers when it comes to presenting language to class the the classic way the default ways to just write the word on board and then to sort of expect the Learners to to know what that word means and and how we can use it yeah we're going to look at an alternative way of presenting language from an expert so in this class students are going to listen to song and Lauren needs to pre-teach them set of vocabulary in order to be able to do that well all right what about here what can you see here in this picture so she's shown an image doesn't say what it is and she's asking the general question of what do you see hopefully the words that they say Laura can latch onto and narrow in let's see what the Learners say in response to this picture very good but stronger than an agreement when two people get married they say do will do things will be good they make promise very good narrowing in right stronger than an agreement and then she uses her mouth and then as soon as she does that promise and now what does she do with the word promise let's see promise so when two people get married they need to keep the promise right keep promise if they don't keep promise we say they broke up very good but not broken but Bray brick very good so we often say keep promise we often say break promise and she's trying to elicit that from the Learners in order to build upon this isolated Word of Promise and expand their knowledge basically about this word right which one is good good really good concept checking question or ccq and you want to continuously do that after each presentation of any new word that you've introduced because it really consolidates what the Learners have understood from what you've just taught them so again keep promise break promise Michelle can you try keep up for performance very good and Jody can try this one performance very good break ready break promise instead of separating it into its three parts break promise instead she said it in much more natural way like you and would say it connected the cup from the break to the of the next word so it sounds more like break her promise break curve promise break her promise break promise what do you think has happened here in this picture another picture another elicitation question try and put it in the present lost his past want the presents very good good how do you spell that yeah good so you say you can lose something right you can lose key for example like lose yeah I've done this before what else can you lose okay so you can use something you can also lose again that parallelism lose something lose some very good to make the the Gap bit shorter for them that information Gap good what about these guys yes do you think they've been together for long time or short time long long time right so we can say they have stayed together yeah yeah lots of lots of ccqs lots of 50 50s here when you're asking question to check that the Learners have understood something the the more binary is the the better it is normally so here what Laura's done is they say if you stay together are you together for long time or short time that's really good example of 50 50 question because there's only two options there and only one of them is the right answer and they're opposites if you stay together do you ever separate or do you always stay together yes good so they've been together for can say lifetime okay good what about here what can you say try and use the word go go she's giving them some Clues right she gives them the first word go and then she's using body language to show them is it come or is it like way right let's see if they get it go so they're almost there she gives them the first letter Heard It Go Go Away really good so that's like another way that you can elicit right by doing first letter prompting them and seeing if they get it there as well very good beer it's record record like what she's done there as well she's marks the stressed syllable because the student said record like the verb instead of record like the noun which is what Laura wanted here so marking that stress with circle really good way visual representation of stress yeah the the print on the skin is say it again yeah sorry tattoo and she's done the stress syllable again the visual with the circle on tattoo so say he has she's given them sentence stem so that they can complete it by using the same word again so that she can again check that they know where the stress is tattoo two sounds stress is on the second tattoo have tattoo and my husband has tattoo we have the same tattoo nice just bringing in some personal aspect into this word as well that's always really good it's the same it's heart have heart and he has heart emotionally engaged and was always really good idea so they're the same so we can say they are matching matching so this is really good because she's linking her personal experience to the actual word that she wants to teach them as well and using different color to denote that collocation aspect from before we more often than not say matching tattoos which is why matching tattoos has stronger correlation than say we have identical tattoos good so matching tattoos do you have the same tattoo yeah yeah good ccq concept checking question again have matching tattoo just me good okay so one more time okay keep reviewing the words again with the images you can also have heard sassa say it earlier you can also say make promise so that's really good as well she's including words from the actual Learners and she's making it part of the the core word set here you're making promise keep promise drilling them again in very natural kind of way lovely good lose for example so do they break apart if they stay together good example of another concert checking question ccq there nice and quick only yes or no right yeah because they stay together right away go away body language away away Helen you try yes very good and may can you try really nice natural sounding pronunciation for the learnative because of Laura's very natural modeling that's that's really good record record player all of these words are in the song So this technique thing that Laura used to present language is useful literally whenever you've got like set of words to teach students the summary part the reason why she was able to go so quickly was because they had internalized that language really really well as result of her teaching it systematically eliciting it with an image pronouncing the words in very natural kind of way and then also asking relevant short binary CC cues to cement that information really good so you can see there's nothing really complicated about presenting language well it's more about applying the same principles and techniques consistently